语言教学流派VIP免费

语言教学流派简述Theaimsoflanguagelearninghavechangedovertime.Whereasinthepast,learningalanguagewasseenasanintellectualchallenge(Latin,thetraditionalGrammarTranslationApproach),inthepresentclimate,thereisagreateremphasisonlearninglanguageasapracticalskilland/orasatoolforotherpurposes(businessforinstance).Atthebeginningofthetwentiethcentury,asstructuralismwasbecomingdefined,thefirstmachinedesignedtoteachlanguagewasinvented.AroundthetimeClaudeShannon(1937)wasformulatinghisInformationTheorywhichwastohavesomeinfluenceonstructurallinguistics,theterm"AppliedLinguistics"wasusedforthefirsttime,intheUSA.Skinner'sbook"TheScienceofLearningandtheArtofTeaching"waspublishedin1954,3yearsbeforeLado'sinfluentialbook"AppliedLinguisticsforLanguageTeachers"(1957).Contrarytowhatisgenerallyknown,thefounderofBehaviorismwasnotSkinnerbutJohnB.Watsonin1925.Itis,however,Skinner'sapplicationofbehaviorismtolearningwhichwastohavealastinginfluenceontheuseofmachinesineducationandthevogueforAudioLanguageLaboratories.1957wasalsotheyearofthepublicationof"SyntacticStructures"byNoamChomsky.Audiolingualismpeakedinthe1960s.In1961,thefirstlanguagelaboratorywasestablishedinaneducationalinstitutionintheUK.TheAudiolingualApproachbasedonbehaviorismandstructuralismemphasizedthespokenratherthanthewrittenformandpresentedthelearnerwithacarefullygradedseriesof"conditioningandhabit-formingmodesoflearning".In1963,C.Gastagnopublished"Thesilentway".In1966,theTESOLassociationwasformed.In1968,Riverspublished"Teachingforeignlanguageskills".Thebookblendedprevalentaudiolingualtheorywithanew"cognitive"approachwhichwasbeginningtoassertitself.Itwasatthebeginningofthe70sthatthe"communicativeapproachwasborn".ThisisgenerallyattributedtoHymes(1972)whodefined"communicativecompetence"asopposedtoChomskyan"linguisticcompetence",althoughWilkinsin1971alsoproposedafunctionalandcommunicativeapproachtolanguagelearning.Wilkinswasalsoresponsiblefor"NotionalSyllabuses"somefiveyearslater(1976).Ayearlater,Asher'sTotalPhysicalResponseapproachwasborn(1977).Whatalltheseapproacheshaveincommonistheemphasiswhichtheyplaceonlearnerinvolvementinfunctionalandtransactionalsituations.Moreinfluentialpublicationsfollowedwhichsealedtheprevalenceofthe"communicativeapproach".Theyincluded:1978TeachingLanguageasCommunication(Widdowson)CommunicativeSyllabusDesign(Munby)1979TheCommunicativeApproachtoLanguageTeaching(Brumfit&Johnson)Simultaneously,anumberofotherapproachesappearedsuchastheDirectMethodwhichallowedstudentstoperceivemeaningdirectlythroughthetargetlanguageby-passingtranslation.Grammarwaslearnedinductivelyratherthantaughtexplicitly.Materialsusedinlearningneededtobeauthenticandmeaningnegotiatedfromcontext.Overthelastfewdecades,linguistsandpedagogueshavedevelopedlanguageteachingmethodswhichfocusprimarilyonteachingcommunicativecompetence:theabilitytocommunicateeffectivelywithotherspeakersintherealworldtakingintoaccountthecontextoftheconversation.TheSituationalApproachattemptedtopredict,gradeandteachlanguageintheframeworkofsituationalcontexts.TheNaturalApproachwascharacterizedbyitsprimaryconcernwithmeaning(RichardsandRogers-1992).Theoreticallybasedonthesecondlanguageacquisitionapproachdevelopedbyperhapsthemostwell-knownresearcherinSecondLanguageAcquisitiontoday,Krashen,itisverysimilartoCommunicativeLanguageTeaching.StephenD.Krashen'sSLAtheoryfirstappearedin1982an...